An investigation of the relationships between mathematical creativity, metacognitive awareness and self-regulation skills in gifted students

The aim of this study is to examine the relationships between gifted students' levels of mathematical creativity, metacognitive awareness, and self-regulation skills. In this context, the levels of these three variables were first measured, and then the mediating role of metacognitive awareness in the effect of self-regulation on mathematical creativity was tested. The study was designed as a correlational study. The sample consisted of 121 gifted students enrolled in 5th, 6th, 7th, and 8th grades at Science and Art Centers in a province in the Mediterranean region, Turkey, during the 2024–2025 academic year. Data were collected using the Personal Information Form, the Mathematical Creativity Test, the Metacognitive Awareness Inventory for Children, and the Perceived Self-Regulation Scale. Mathematical creativity was assessed across the dimensions of fluency, flexibility, and originality. Accordingly, a regression-based modern mediation analysis was conducted to test the mediating relationships among the variables, and the significance of indirect effects was evaluated using the Bootstrap method with 5000 resamples. The findings revealed that students' mathematical creativity levels were generally moderate, with the greatest individual differences observed in the fluency dimension. Furthermore, mathematical creativity, metacognitive awareness, and self-regulation skills were examined across various demographic variables, and significant differences were identified among some subgroups. The analyses indicated that self-regulation skills did not have a direct effect on mathematical creativity, but influenced it indirectly through metacognitive awareness. This finding corresponds to what is described in the literature as an "indirect-only mediation" model. In other words, self-regulation does not directly enhance mathematical creativity; rather, it first improves individuals' metacognitive awareness, which in turn positively impacts their mathematical creativity. Thus, the effect of self-regulation on mathematical creativity is contingent upon the presence of metacognitive awareness. The findings of the study highlight the critical role of metacognitive processes in supporting mathematical creativity. Therefore, it is recommended that educational programs aiming to enhance the creative potential of gifted students incorporate systematic instructional approaches that strengthen both metacognitive awareness and self-regulation skills.